From one lesson to the next: The effect of smell on context-driven memory in chemistry education
Molloy Faculty Mentor
Michael A. Marino
Presenter Major
Biology/Psychology
Presentation Type
Poster
Location
Wilbur 2nd Floor Corridor, Wilbur Arts Building, Molloy University
Start Date
1-5-2026 10:30 AM
End Date
1-5-2026 11:15 AM
Description (Abstract)
While sensory stimuli are naturally integrated into chemistry learning environments, the potential of olfactory cues to enhance memory recall within the classroom setting remains largely untapped. This study employed a mixed-effects experimental design to evaluate whether reintroducing an olfactory cue during retrieval enhances memory in chemistry lectures, measured by performance on a mini-quiz for three subsequent lessons. Students watched a video summary and completed a mini-quiz while exposed to a vanilla scent. During the next class, they completed an identical mini-quiz. In the designated “treatment” lesson pairings, students were re-exposed to the vanilla scent; in the control, they were not. An independent samples t-test revealed a marginally significant difference (p = 0.06), with the vanilla-scented group remembering 9% more than the control group. Regardless, the findings revealed a moderate effect size (d = 0.56), serving as a contextual cue for a seamless transition between chemistry lessons. The findings from this study may inspire educators to harness multisensory learning by designing lessons infused with multiple senses to scaffold learning.
IRB Application Number: 2340595-2
Keywords
smell, olfactory cues, memory, multisensory learning, scaffold learning, vanilla
Related Pillar(s)
Community, Study
From one lesson to the next: The effect of smell on context-driven memory in chemistry education
Wilbur 2nd Floor Corridor, Wilbur Arts Building, Molloy University
While sensory stimuli are naturally integrated into chemistry learning environments, the potential of olfactory cues to enhance memory recall within the classroom setting remains largely untapped. This study employed a mixed-effects experimental design to evaluate whether reintroducing an olfactory cue during retrieval enhances memory in chemistry lectures, measured by performance on a mini-quiz for three subsequent lessons. Students watched a video summary and completed a mini-quiz while exposed to a vanilla scent. During the next class, they completed an identical mini-quiz. In the designated “treatment” lesson pairings, students were re-exposed to the vanilla scent; in the control, they were not. An independent samples t-test revealed a marginally significant difference (p = 0.06), with the vanilla-scented group remembering 9% more than the control group. Regardless, the findings revealed a moderate effect size (d = 0.56), serving as a contextual cue for a seamless transition between chemistry lessons. The findings from this study may inspire educators to harness multisensory learning by designing lessons infused with multiple senses to scaffold learning.
IRB Application Number: 2340595-2
